Theme:Ellis Island and Immigration, 2nd Grade Group Members: Courtney Granato, Mariel Sousa, Kelsey Ketcham, Katelyn Sheffield
Standards: NCSS Theme(s):
Individuals, Groups, and Institutions
Time, Continuity, and Change
Common Core State Standards (CCSS):
Reading Standards for Literature K-5
LACC.2.RL.1.3 Describe how characters in a story respond to major events and challenges
LACC.2.RL.3.7 Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
Reading Standards for Informational Text K-5
LACC.2.RI.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
LACC.2.RI.1.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within
the text.
LACC.2.RI.1.3 Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text.
LACC.2.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or
describe.
LACC.2.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
Writing Standards for Writing 2nd Grade
LACC.2.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
LACC.2.W.1.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
LACC.K12.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LACC.K12.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LACC.K12.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
LACC.K12.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Next Generation Sunshine State Standards (NGSSS):
SS.2.A.2.5 Identify reasons people came to the United States throughout history.
SS.2.A.2.6 Discuss importance of Ellis Island and Statue of Liberty to immigration from 1892-1954.
SS.2.A.2.7 Discuss why immigration continues today.
SS.2.A.2.8 Explain the cultural influences and contributions of immigrants today. YOUR STANDARDS ARE SPOT ON. Be sure to look at writing standards as well. You are meeting some of these with your journaling activities.
Define Immigration and explain purpose of Ellis Island
Discuss why people would want to come to America.
Read parts of book, “At Ellis Island A History in Many Voices” by Louise Peacock This book includes letters and quotes about why people wanted to move to America, and their experience with traveling across seas.
Give students a “suitcase” that they will decorate and carry with them throughout their journey from their home country to America.
In the suitcase students will keep a journal about their experiences while traveling to America. On this day they will describe their feelings about finding out they are moving to America. Since we would have read the passage from the book "At Ellis Island a History in Many Voices" about why people wanted to move to America, the students would write in their journals if they are excited/nervous/afraid to be leaving their country.
"Dipping in and out" of the book is appropriate. Have pages you want to read with post it notes. You can also add higher order thinking questions to these notes. Very helpful. Dr. S.
Day 2: Katelyn
Read book “When Jessie Came Across the Sea” by Amy Hest
Explain the documents that immigrants needed to have to enter America
Describe the conditions immigrants faced on the ship from their home country to Ellis Island
Provide students with a “passport,” “birth certificate,” and “inspection card” that they will color and fill out using their regular name, but a new country of origin. Each of these documents will be placed in their suitcase.
Provide students with a map of the world that they will color and place a black dot over and label their country of origin. They will then place another black dot in the middle of the Atlantic Ocean to indicate their travel on the ship, and finally a dot on Ellis Island. The map will be placed in the suitcase.
Finally, the students will write another entry in their journal about their experiences on the ship.
Excellent use of literature on a daily basis! This is the perfect way to incorporate Geography with what is a history unit. The passport, birth certificate, and inspection card are all real world type documents. They will feel like they are living history with these and their suitcase.
Day 3: Courtney
Read The Memory Coat by Elvira Woodruff.(In the early 1900s, two cousins leave their Russian shtetl with the rest of their family to come to America, hopeful that they will all pass the dreaded inspection at Ellis Island.)
Students are arriving at Ellis Island. Centers will be used to help students understand arriving in America. Students will be role playing (doctors, immigrants, workers at Ellis Island)
The students will write another journal entry using the prompt: “How did you feel arriving in America and going through all of the stations at Ellis Island?”
It seems you have thought of everything. Consider having the students enter the classroom from the outside as if they were entering a room on Ellis Island. I like the idea of providing a prompt for the Journal however I also like the idea of them documenting their own thoughts as well. Try to do both.
Day 4: Kelsey
In-depth discussion Ellis Island:
How many people traveled through Ellis Island?
How did they keep track of everyone?
Closing/ Reopening of Ellis Island
What is Ellis Island today?
Students will then move into centers all pertaining Ellis Island
Lady Liberty Station:
Students will meet an avatar of Lady Liberty where she will inform them about all her interesting facts and importance to Ellis Island and America today. Students will have Lady Liberty souvenir provided to place into their suitcase (Idea located under artifacts).
The website I will be using is voki.com
Virtual Tour:
Since students have heard all about Ellis Island and even experience their own version, they will go online and explore an actual virtual tour to really put everything into perspective.
Students will be provided many “artifakes” from Ellis Island, including inspection cards, birth certificates and many more.
Students will write in their journal using the prompt:
“How would you feel seeing Lady Liberty from your ship? What does Lady liberty represent to you?”
Students will be encouraged to go home and find things at home that represent something important to them and place it in their suitcase for tomorrows class.
Nice use of the virtual tour and the amazing Scholastic resource. I love the idea of incorporating a Voki here. I can't wait to see the sample. I would definitely include this in your presentation.
Day 5: All
Students will take turns presenting their suitcases to their classmates.
They will sign their name on the official immigrant log surrounded by two American flags and even receive an actual flag to welcome them to America.
Students will take a post-test.
Great way to celebrate their learning and allow them to teach others.
Theme: Ellis Island and Immigration, 2nd Grade
Group Members: Courtney Granato, Mariel Sousa, Kelsey Ketcham, Katelyn Sheffield
Standards:
NCSS Theme(s):
Individuals, Groups, and Institutions
Time, Continuity, and Change
Common Core State Standards (CCSS):
- Reading Standards for Literature K-5
LACC.2.RL.1.3 Describe how characters in a story respond to major events and challengesLACC.2.RL.3.7 Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
- Reading Standards for Informational Text K-5
LACC.2.RI.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrateunderstanding of key details in a text.
LACC.2.RI.1.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within
the text.
LACC.2.RI.1.3 Describe the connection between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text.
LACC.2.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or
describe.
LACC.2.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
- Writing Standards for Writing 2nd Grade
LACC.2.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.LACC.2.W.1.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
LACC.K12.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LACC.K12.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LACC.K12.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
LACC.K12.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Next Generation Sunshine State Standards (NGSSS):
SS.2.A.2.5 Identify reasons people came to the United States throughout history.
SS.2.A.2.6 Discuss importance of Ellis Island and Statue of Liberty to immigration from 1892-1954.
SS.2.A.2.7 Discuss why immigration continues today.
SS.2.A.2.8 Explain the cultural influences and contributions of immigrants today.
YOUR STANDARDS ARE SPOT ON. Be sure to look at writing standards as well. You are meeting some of these with your journaling activities.
Ideas for Lesson planning:
Library of Congress...quality resource!
Outline below, what will take place on each day and who is responsible for the lesson plan!
Day 1: Mariel
- Anticipatory Set- Show music song about Ellis Island http://www.youtube.com/watch?v=5ZQl6XBo64M
- Define Immigration and explain purpose of Ellis Island
- Discuss why people would want to come to America.
- Read parts of book, “At Ellis Island A History in Many Voices” by Louise Peacock This book includes letters and quotes about why people wanted to move to America, and their experience with traveling across seas.
- Give students a “suitcase” that they will decorate and carry with them throughout their journey from their home country to America.
- In the suitcase students will keep a journal about their experiences while traveling to America. On this day they will describe their feelings about finding out they are moving to America. Since we would have read the passage from the book "At Ellis Island a History in Many Voices" about why people wanted to move to America, the students would write in their journals if they are excited/nervous/afraid to be leaving their country.
"Dipping in and out" of the book is appropriate. Have pages you want to read with post it notes. You can also add higher order thinking questions to these notes. Very helpful.Dr. S.
Day 2: Katelyn
- Read book “When Jessie Came Across the Sea” by Amy Hest
- Explain the documents that immigrants needed to have to enter America
- Describe the conditions immigrants faced on the ship from their home country to Ellis Island
- Provide students with a “passport,” “birth certificate,” and “inspection card” that they will color and fill out using their regular name, but a new country of origin. Each of these documents will be placed in their suitcase.
- Provide students with a map of the world that they will color and place a black dot over and label their country of origin. They will then place another black dot in the middle of the Atlantic Ocean to indicate their travel on the ship, and finally a dot on Ellis Island. The map will be placed in the suitcase.
- Finally, the students will write another entry in their journal about their experiences on the ship.
Excellent use of literature on a daily basis!This is the perfect way to incorporate Geography with what is a history unit.
The passport, birth certificate, and inspection card are all real world type documents. They will feel like they are living history with these and their suitcase.
Day 3: Courtney
- Read The Memory Coat by Elvira Woodruff.(In the early 1900s, two cousins leave their Russian shtetl with the rest of their family to come to America, hopeful that they will all pass the dreaded inspection at Ellis Island.)
- Students are arriving at Ellis Island. Centers will be used to help students understand arriving in America. Students will be role playing (doctors, immigrants, workers at Ellis Island)
- Quarantine
- Checking for all materials completed on Day 2
- Learning about where to go next
- Documenting entry
- http://www.bringinghistoryhome.org/assets/bringinghistoryhome/2nd-grade/unit-2/2_immigration_ellis_island_simulation.pdf
- The students will write another journal entry using the prompt: “How did you feel arriving in America and going through all of the stations at Ellis Island?”
- Use this journal entry similar to this.
JournalEntryPage.doc
- Details
- Download
- 36 KB
- Use the following websites as resources to help get ideas for your lesson plan.
- http://www.nps.gov/elis/forteachers/loader.cfm?csModule=security/getfile&pageid=344656
- http://www.brainpop.com/educators/community/lesson-plan/ellis-island-background-information-for-teachers-and-parents/?bp-jr-topic=ellis-island
- http://www.brainpopjr.com/socialstudies/americanhistory/ellisisland/preview.weml
- http://www.brainpop.com/socialstudies/culture/immigration/preview.weml
It seems you have thought of everything. Consider having the students enter the classroom from the outside as if they were entering a room on Ellis Island. I like the idea of providing a prompt for the Journal however I also like the idea of them documenting their own thoughts as well. Try to do both.Day 4: Kelsey
- Students will be encouraged to go home and find things at home that represent something important to them and place it in their suitcase for tomorrows class.
Nice use of the virtual tour and the amazing Scholastic resource. I love the idea of incorporating a Voki here. I can't wait to see the sample. I would definitely include this in your presentation.Day 5: All
- Students will take turns presenting their suitcases to their classmates.
- They will sign their name on the official immigrant log surrounded by two American flags and even receive an actual flag to welcome them to America.
- Students will take a post-test.
Great way to celebrate their learning and allow them to teach others.Note technology use on back: